Creativity, the ability to generate novel and useful products, is valuable in virtually every sphere of human life, from academic research and entrepreneurial endeavors to personal development and daily chores. With the advent of COVID-19, creativity has become particularly salient due to the growing demand for innovative solutions in pedagogy. The purpose of this study was to understand undergraduate students’ perception of creativity-related attributes in remote, hybrid, and in-person learning environments during the pandemic. It was hypothesized that undergraduates who had hybrid or in-person learning would see their environmental attributes as more conducive to creativity than those who were exclusively in remote learning. The participants were 108 students who completed an online Qualtrics survey containing demographic questions and an abridged version of the questionnaire, KEYS: Assessing the Climate for Creativity. Since few participants had all in-person learning, their data was excluded from analysis. No significant difference in perception was observed between students in remote learning and students in hybrid learning. Furthermore, students generally agreed that attributes of COVID-19 learning environments neither facilitated nor inhibited their creativity. These findings suggest that pandemic learning environments, albeit different from pre-pandemic environments, are not necessarily detrimental to students’ creativity. Future research should examine students’ perception of creative attributes in remote, hybrid, and in-person learning environments after the pandemic.